Category Archives: Lessons: Level 1

Group profile, diversity, attendance, health, safety, and homework tips for this course appear once (immediately below) and are not repeated in each of the learner activity plans (further below). Learner activity plans are arranged in reverse chronological order.

Group Profile, Diversity, Attendance

In contrast to day time classes the vast majority of evening learners are in work and seem to have less say over shift patterns. This can impact significantly on attendance and retention. Therefore all learners signed a commitment form before being enrolled. However it is recognised that some added flexibility is needed in order to cater for our evening learners. Now in term 2 we have 3 returning learners from term1 (many learners completed their 3 terms of L1 last term). Ethnically/Linguistically this is one of our more mixed groups (Arab 1, Portuguese 3, Spanish, 2 Italian 1, Eastern/Central Euro 7, W/African 1, Asian 2 (one student is Bangali/Portuguese). For term 2 L1 Ss online resources (MoveOn, Target Skills Gold) that are integral to the course and help to offset missed learning time because they can be used at home as well as in class. | Any learners with a sensory impairment? xxx| Do all understand the need to respect difference and that showing discomfort/dislike around because of diversity is unacceptable? xxx | Any students arriving late regularly for valid reasons? How is the missed time offset? | Any students leaving early regularly for valid reasons? How is the missed time offset? xxx | Do early leavers know it is their responsibility to obtain missed handouts and contact buddies and use the VLE to catch up on what was missed? xxx | Have learners been encouraged ‘look out’ for their absent classmates and collect handouts for them? xxx | Some find the ICT components of the course challenging. Send a letter home, if needed, outlining the necessity of support from family members. Encourage such learners to enroll on one of our IT courses. | Tutorials play a vital role in revealing and working with significant equality/diversity issues that are often missed during enrollment formalities.

Health, safety, risk assessment

Ss must know: to stow bags where others wont trip over them; what to do in an emergency; not to stick gum under tables; to bin waste. Ss should be asked periodically whether or not they feel safe in and around the centre and why.

Reflective practice to incorporate into next lesson

Next time we do collaborative writing, get Ss to start by downloading Chrome. Unfortunately there is not room on Ss’ mydocs to store Chrome portable, and installing it partially does not deliver full functionality (e.g. unable to view videos embedded into website). Just downloading Chrome from the web (and signing in) is fine – it is no more bothersome than having it on individual usb keys!

Also, avoid going in via email. Just log into Google and go to Shared With Me.

Doing a Headway Online Intermediate grammar activity in OC using the IWB as a warmer proved very useful! Make this a regular occurrence.

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Last lesson of Term 2 – Paradise lost (cont.)

Term 2, Week 11, Thu 28 March (HUISB2.22)

Continue with LAP dated Tue 12 & Tue 19 March (below). Then allow Ss to continue with TSG. There is no HW today, because I don’t know if this class will be running next term.

Reflection/Evaluation

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Paradise lost (continued)

Term 2, Week 11, Tue 26 March (HUISB2.22)

Continue with LAP dated Tue 12 & Tue 19 March (below)

Homework

If you didn’t pass, make sure you’re fully prepared to be at the exam venue on time this Thursday. Check with Reception/Jan that you have been entered.

If you didn’t passs, continue completing and reflecting on MoveOn checks/tests in preparation for Thursday

Reflection/Evaluation

Onscreen National Literacy test

Thu 21 March at EHC

We had 100% attendance at the exam and almost 100% of you passed.

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Paradise Lost continued

and Term 2-3 Progression

Week 10 Tue 19 March (last lesson before exam)

Lesson

Today we will resume work on the LAP (below) commenced last week dated 12 & 19 March. We will also start looking how many in this group should progress to E3 writing and how many to L1 writing next term.

Homework

Make sure you’re fully prepared to be at the exam venue on time this Thursday

Continue completing and reflecting on MoveOn checks/tests in preparation for Thursday

Try to finish your QuickReads reader soon so that you can return it next Tuesday.

Context

Start of lesson activities

Warmer using IWB – and work on Passives/Present Perf. http://elt.oup.com/student/headway/int/a_grammar/unit07/hwy_int_unit07_2?cc=gb&selLanguage=en

Ss take turns coming out to board to solving each problem.

While one or two classmates out the front, other Ss discuss remaining problems, ready to respond when their name is called.

Call SS out using EGART sticks (Everyone Gets A Random Turn)

Where text input needed, use ActiveInspire onscreen keyboard.

Homework review: Ss identify the word class of each spelling word

Outline lesson objectives/notices.

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Assessment of learning and differentiation

The main activities today are a) a MoveOn practice test and b) TSG. Both onscreen resources help to track learning. Move on is used in conjunction with the Reflection Sheet where Ss analyse the questions they got wrong and identify which literacy skills need developing. The MoveOn test is a practice summative assessment and should be done under the same conditions by all Ss regardless of ability. The TSG activities are completely differentiated for each Ss depending on the targets identified in the TSG IA.

Teaching and learning activities related to the learning objectives

Ss should do their next MoveOn text followed by the usual detailed analysis/reflection of their results leading to identification of skills that need to be developed. Ss should be reminded NOT to start a second MoveOn without consulting the teacher (because they may not have time to finish it and partially completed tests cannot be saved). Ss should NOT use dictionaries and should be limited to ONE HOUR. Let this be a dress rehearsal for the real thing in two weeks.

Anyone who finishes early should continue with TSG.

End of lesson activities

Set HW.

Diversity (impact on learners); Health, safety, risk assessment

See top of page for relevant information about this group of learners.

Understand figurative and specialist language often used when discussing travel

Language

Statements and questions in various tenses

Present Simp. & Cont., Pres.Perf.Simp.& Cont., Past Simp.

Active & passive

phrases to introduce personal reactions

Travel-related figurative/specialist terms

Context

Tourism/Travel and it advantages/disadvantages for host countries.

Start of lesson activities

Homework review of HUIT1.2-6. (12/3) √ and of HUIT1.7-8 (19/3) [Those who weren’t here last lesson can work together to catch up as much as possible. They shouldn’t write answers during the feedback.] Copies of answer key needed?

Ss can spend a few minutes comparing answers [or completing what they should’ve done at home].

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

AN INTERVIEW WITH TONY WHEELER (HUSB2.19.6) √

Half the class (working together) prepare qq (under given headings) for an interview with a famous person associated with travel (using copies of HUISB p19). The other half (working together) study the life of this person (a short biography — copies of HUISB p90). If numbers odd, have one extra interviewer rather than an extra celebrity.) Ss pair up and carry out the interview. (Have 2 interviewers: 1celebrity if a group of three). [DIFFERENTIATION: To challenge more advanced speakers, don’t let them have a pen/cil while preparing their qq. They should decide on, discuss, and drill (orally) their qq using just the prompts. Less confident Ss can write out their sentences. Weaker Ss will be able to learn from stronger Ss while preparing for interview with their fellow interviewers (or celebrities, as the case may be). T boards errors and discusses them with class in plenary.]

PARADISE LOST

In small groups, discuss pictures of tourist destinations speculating about where they are. Ss say if they’ve been to any. Ask each other about C1 tourist spots and any the problems (as well as benefits) tourism brings. Discuss main problems caused by tourism in the world. [DIFFERENTIATION: Avoid having reticent Ss sitting together — spread them amongst more confident learners so the groups function effectively. Tell Ss to involve quieter group members by asking them for infomation/opinions.] √

Predict contents of a text by reflecting on title, image, and pull quotes. Ss read the text and answer detail questions individually. Ss get in to groups and discuss ‘larger’/gist questions (using the text as a springboard to share own ideas/knowledge). (HUISB2.20-21) Ss may have discussed these activities in class, but they failed to do the online written activity that would have confirmed their achievement. Before moving on, Ss need to Revise all of p21 and be tested randomly viva voce. Note names of Ss who are performing well and those who are performing poorly. Partner them up if appropriate and have further revision/practice of p21 (with plenty of T supervision) before more random testing. √

In groups Ss complete the personal reaction phrases (e.g. It must be really difficult for…) with appropriate material from the text. Then think of new WH questions (about the text) to ask classmates. Ss get into new groups, share their personal reactions, and ask the questions formulated with their previous group. [DIFFERENTIATION: Assign each S one of the personal reaction phrases and a WH word. Once they have created their reaction and question they should run it past the group for grammatical accuracy and sense. More able learners can (after doing assigned work) choose other reactions and WH questions to work with. T moves around noting/boarding incorrect utterances to be discussed in plenary.] (HUISB2.20-21) Ss may have discussed these activities in class, but they failed to do the online written activity that would have confirmed their achievement. Before moving on, Ss need to Revise all of p21 and be tested randomly viva voce. Note names of Ss who are performing well and those who are performing poorly. Partner them up if appropriate and have further revision/practice of p21 (with plenty of T supervision) before more random testing.√

Infer from context and discuss figurative phrases (highlighted) in the text (they cashed in on). [DIFFERENTIATION: After a few mins, display meanings but in a different order. Ss match meanings with highlighted words.] (HUISB2.20-21) √

Match line A with line B to create longer, specialist noun phrases from the text (a major business… venture) (HUISB2.20-21) √

28/03/13 Ss STILL haven’t completed the online HW (a selection of items from HUISB2.20-21). They should do this now. [DIFFERENTIATION: Ss who finish this task quickly can continue working on their TSG materials.]

Do TRB 2.2 in which Ss role play locals, developers, government officials in arguing for against proposed tourism developments in a relatively undeveloped tropical island).

TERM 2 – 3 PROGRESSION/TUTORIALS

While Ss working on the elements of Paradise Lost that can be done independently of T, T checks records to see identify who would be capable of C&G L1 writing next term. If more independent work needed, Ss should continue working on HUIT1. √

Tourism troubles (HUITRB2.2)

Is tourism good for the economy of your country?

Is tourism good for the ecology of your country?

Who benefits most from tourism?

Mumba, a tiny island in the Pacific, only 50 km by 15 km, is inhabited by the indigenous Mumbese people. They are very poor and survive mainly by fishing the clear waters around their island. There is plenty of fresh water on the island and as yet, no tourism. The island is surrounded by coral reefs and the variety of fish in the reef is astounding, including several species of fish which are unique to the island. You will be one of the following people at a meeting: a spokesperson for the local fishing community, a businessman who wants to bring tourism to the island, a spokesperson for REEF (an ecological organisation), Mumba’s minister of internal affairs. You all have strong ideas about the island’s future. Can you come to a compromise with the other people? Will the minister be persuaded by your arguments? Will the minister make the right decision?

Reflection/Evaluation

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ILCT Session

Assessment Preparation • Informal letter writing

Term 2, Week 8, Thursday 7 March (MoveOn; HUI2)

Learning objectives

Feel more confident about the forthcoming onscreen literacy exam

Recognise key areas for literacy development needed to achieve at Level 1

Complete more of an informal letter putting into practice the tenses and conventions studied in HUI2.

Decide whether peer proof-reading (of the letter) is impractical. Feedback whether from teacher of peers should lead to individual feedback that will improve each learner’s written English.

Be able to avoid common errors when choosing/using Present Perfect and Past Simp./Cont. tenses.

Language

All of the main tenses in positive, negative, question, passive, and active forms; Correct Pr.Perf./Past Simp./Cont. tense choice

Start of lesson activities

While one or two classmates out the front, other Ss discuss remaining problems, ready to respond when their name is called.

Call SS out using EGART sticks (Everyone Gets A Random Turn)

Where text input needed, use ActiveInspire onscreen keyboard.

Homework review of HUIT1.2-6. [Those who weren’t here last lesson can work together to catch up as much as possible. They shouldn’t write answers during the feedback.] Copies of answer key needed? [None of the learners present had done this item of HW. On reflection, tasks like this need more time HW issued on Tue for Thu only allows one night for completion. They should aim to complete this by next Tue.]

In OC Ss take turns assessing the accuracy/quality of responses with T giving further feedback.

Remaining answers can be projected on IWB, put on VLE for home study, or given as a handout.

Outline lesson objectives/notices.

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Revise/Consolidate some of the skills addressed in the previous lesson or do an activity that was not completed last lesson.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

Ss should do their next MoveOn text followed by the usual detailed analysis/reflection of their results leading to identification of skills that need to be developed. Ss should be reminded NOT to start a second MoveOn without consulting the teacher (because they may not have time to finish it and partially completed tests cannot be saved).

.After doing MoveOn/Reflection, Ss continue working on their informal letter (Google Docs). If any buddy-pairs have already finished it they should mark each other’s work. (Is the peer-marking a good idea? Would it be better simply for the teacher to mark it but expect Ss to look at and possibly re-draft – others’ work?)

Anyone who finishes early should continue with TSG and get T to check their informal letter if time.

Start working through Headway Online Intermediate activities. Unfortunately, at the time of updating this post, the Headway website is not working (temporarily, I hope). Therefore, I have not been able to insert a hyperlink here.

Practice exchanging information about the Wheelers (of Lonely Planet fame) using HUISB pp 89 and 90. You will need a partner. Don’t write sentences on the sheet. Try to use your brain to create/remember the questions as you go along.

Reflection/Evaluation

ILCT Session

Assessment Preparation • Informal letter writing

During this evening’s session the teacher will doing a technical upgrade to enhance learners’ ILCT experience.

Learning objectives

Feel more confident about the forthcoming onscreen literacy exam

Recognise key areas for literacy development needed to achieve at Level 1

Complete at least half of an informal letter putting into practice the tenses and conventions studied in HUI2. Once complete this will be peer marked and checked by the teacher. This should lead to individual feedback that will improve each learner’s written English.

Be able to avoid common errors when choosing/using Present Perfect and Past Simp./Cont. tenses.

Language

All of the main tenses in positive, negative, question, passive, and active forms; Correct Pr.Perf./Past Simp./Cont. tense choice

If time, Ss do further work on each word such as: identify word stress, count the phonemes, identify word class; transcribe phonetically (using BBC Pronunciation Tips IPA app if appropriate)

Outline lesson objectives/notices.

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Revise/Consolidate some of the skills addressed in the previous lesson or do an activity that was not completed last lesson.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Ss log on as usual and work on TSG while T goes round performing necessary upgrades to each Ss computer account.

After the upgrade, Ss should do their next MoveOn text followed by the usual detailed analysis/reflection of their results leading to identification of skills that need to be developed.

After doing MoveOn/Reflection, Ss continue working on their informal letter (Google Docs). If any buddy-pairs have already finished it they should mark each other’s work.

Ss should make sure they have checked and under the feedback to their last piece of writing – Learner Journey.

Anyone who finishes early should continue with TSG and get T to check their informal letter if time.

Learning resources

Homework

Continue studying the spellings set last lesson (below)

Add new words you find in everyday life to your vocab book.

Use Look →Say→Cover→ Write→Check to learn new spellings.

Start working through Headway Online Intermediate activities. Unfortunately, at the time of updating this post, the Headway website is not working (temporarily, I hope). Therefore, I have not been able to insert a hyperlink here.

Language

Context

General information about our life (as opposed to specifically work, education, or official matters)

Start of lesson activities

Warmer – Writing feedback

Ss (in pairs) look at their (and their classmatess’) marked writing on the walls.

Ss take turns reading out each problem area as it should be (according to the teacher’s ‘hints’ written on the texts). Then Ss move to another piece once they have finished working through it.

Q&A plenary if needed.

Warmer – Pronunciation/The Sounds of English/The IPA

Go through the new pronunciation page on our website together with Ss and answer

Learner voice matters

FA tells the class about the recent course rep meeting and answers any of their queries. Normally we’d do this near the end but ML has to leave early.

Outline lesson objectives/notices.

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Ss XYZ need to complete their induction checklist and hand it in before the end of the lesson.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Correct a variety of mistakes in some sentences that have been marked with correction symbols (use the key to correction symbols). [Advanced learners–the first to finish each sentence–board their sentence. Just one per person. This will allow fast/advanced workers to get critical feedback and it will allow less advanced/slower workers more time to complete the exercises as well as having an opportunity to see model answers. It doesn’t matter if some Ss haven’t completed all problems before plenary as this is mainly a presentation exercise. In plenary, T corrects boarded answers with Ss’ input.] HUISB2.64.1

Read an informal letter and respond to comprehension questions. Make this a race to answer all the questions. [Each S should start on a different number (If starting on 4, move next to 1.) so it doesn’t matter if slower readers don’t find all four answers — between them, every 3–4 Ss will have the four answers and can exchange answers before plenary where answers are verified.] HUISB2.64.2

Find the mistakes in sample letter and annotate using the system provided. [Ss work in stong-weak pairs taking turns to annotate errors. This should consolidate advanced S’s skills (by teaching their partner) and provides less advanced learners with valuable input.] HUISB2.64.3

Writing a similar letter that is true for you. Write a letter/email to a friend/family member you don’t see very often. Write letter in our shared Google Doc. Self- and quick peerchecking for errors. For HW Ss annotate each other’s work (in brown using the system provided). At some point, teacher checks the work also and give feedback. (The differentiation and scope for assessment should be self-evident but — just in case(!) — not all Ss’ output will be at the same level of achievement and Ss will get individual feedback on their errors. Ss can work at their own pace as much of the activity will be done in their own time. Less advanced Ss should write less, and advanced Ss should write more.] HUISB2.64

Review, reflect on, and respond to the feedback on your Learning and Career Journey text

Write an informal letter as per HUISB Informal Letters. Do it on the Google doc that has been shared with you (go to Google Drive and look under Shared with me. Read the instructions carefully before composing your letter.

Practice asking about someone’s achievements and the history of a business

Demonstrate completion of induction unit (if needed). ?

Also, your teacher will be installing new software on each computer throughout the session so as to improve your future learning experiences on these machines. [NP’s portable file couldn’t be updoaded using Ss log ins. My app follows me wherever I log in in Rm3 – so pointless trying to install it using my log in – it seems to be attached more to my profile than to particular machines. I think NP’s solution needs to be refreshed each time S logs on. Easier to get Ss to download app as per usual, even though it will disappear after closing the window/logging off.]

Language

A range of narrative tenses in question form

Contexts

Travel generally, The Lonely Planet story in particular, various simulated ‘real-life’ literacy episodes

Start of lesson activities

Outline lesson objectives/notices. √

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Spelling test √

Ss copy down appropriate title and number lines in preparation

Ss listen to sentences featuring the words in context and write the words

Ss discuss in pairs what the correct word for each gap should be (choosing from a jumbled list of the missing words)

While other Ss discussing, individuals take turns using the pen to fill gaps (on the IWB) with appropriate words.

Check/Discuss completed text.

Paired jigsaw reading information exchange: √

Ss have two versions of the same text with different pieces of information gapped. Ss do not look at each others’ texts.

When each S arrives at a gap he asks his partner an appropriate question (the partner does not have a gap at this point and should be able to answer the question.).

Ss must use the correct tense and question form with some fluency and accuracy.

[Less advanced/confident Ss with benefit from an OC practice/preparation (where they are seated with all their fellow As or all their fellow Bs) and questions are asked across the room. This will allow advanced Ss to model correct grammar.]

After the paired activity, review it in OC, Ss asking and answering questions accross the room when named by T.

Cultural Note (Lonely Planet)

As stated in the ________, there are now over _______ Lonely Planet travel guides, __________ into 17 languages. The _______ are written for ‘travellers’ _______ than tourists. They provide _________ on how to travel _______ foreign countries by yourself, _______ to find accommodation, particularly _______ accommodation, and where to _______ to get a ‘flavour’ _______ the real country. The _______ also give information about _______ history, culture, and language _______ the country visited. The _______ are very popular with _______ and budget travellers from ________ , New Zealand and Australia.

around backpackers books books books Britain budget go information of of rather texts the translated where 650

Reflection/Evaluation

See [red, bracketed, italicised annotations].

Tying up loose ends

Term 2, Week 6, Tuesday 12 February

As the name suggests it is best to use this session to finish off some outstanding activities. This includes useful activities not completed from previous LAPs due to time restraints and induction work.

Learning objectives

Be able to demonstrate understanding and knowledge of how to get the most out of study at NCFE

Be able to demonstrate understanding and knowledge responsibilities as NCFE students

Learn to depend less on the dictionary and more on inference to understand new words.

Recognise idiomatic to be + adv./prep. combinations and their meanings.

Form questions (speaking) in the various tenses we have been studying.

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Spelling test on current (travel) words. [Do this next lesson as Ss all wanted more time to study the words.]

Comparison and checking of homework HUIWBp14. After comparing/discussing their work, Ss take turns boarding some responses to HW tasks. (This is a good activity to begin with as it is not adversely affected by arriving of latecomers.) Ss should take the lead in assessing and providing feedback on what has been boarded with T intervening as necessary. (This is a good opportunity to practise /drillmodals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.) This procedure can be time consuming, so T should use it for a certain number of problems then provide remaining answers by reading them out and/or projecting the answer key on IWB. Where time is short, answers can be photocopied (or put on VLE) and checked at home. √

Ss do info-gap jigsaw on text about the Lonley Planet founders. Stress sitting opposite and not showing. Rehearse the first few in open class before pairing up. [We did this in OC with As sitting together and Bs sitting together, calling out across the room. Do This activity again next lesson but in closed pairs.]

If extra time, Ss can prepare and do an interview with Tony Wheeler as per HUISB2.19.6

Reflection/Evaluation

Computer Assisted Language Learning

Learning objectives

Use a variety of tenses to write about your life (past, present, future)

Get closer to mastering the skills identified on your TSG learning plan.

Start of lesson activities

Comparison and checking of homework (HUIWB2.13.6). Learners take turns boarding some responses to HW tasks. Ss should also compare and check their work prior to accessing model answers from T. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate.

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

Ss log on to Google. This may present some problems and possible workarounds are as follows:

In the first instance, go to Google via IE and use the log in facility. OR

Log in via the email I sent out.

If this doesn’t work, download Google Chrome. This will bring up an error message, but Chrome will be usable until the window is closed

Ss open the document Learning and Career Journey. Ss find their name and write a short account of their learning and career journey to date.

Ss then start working on TSG, while T corrects their work. T uses the following procedure for annotating writing.

Change the font colour (blue) where improvements need to be made.

Write comments in blue, under the paragraph concerned. This could be an abbreviation from the correction key we have been using, a comment that is self-explanatory, a replacement for the problematic word/phrase.

Each issue should be addressed as a separate bullet point under a positive ‘global’ remark about the Ss’ work.

Reflection/Evaluation

Past Simple/Continuous, Present Perfect Simp./Cont.

Learning objectives

Improve our written English though understanding and discussing feedback

Choose the right tense for different situations

Practice forming tenses correctly in the three forms (+/?/-)

Recognise ways in which changing aspect changes meaning

Put tense skills into practice (speaking)

We also need to

Examine and discuss corrected writing

Finish off any outstanding induction matters (if any)

Start of lesson activities

Tell Ss not to reveal the identities of any of the authors featured in our gallery of corrected work around the room. Ss in pairs go to a piece of work and discuss the correction marks, trying to understand what they mean and how the corrected word/passage should be changed. Ss should take turns reading the correct version aloud to their partner. Move on to a different piece Ss will need a copy of the correction marks key.

Revise/Consolidate some of the skills addressed in the previous lesson or do an activity that was not completed last lesson.

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

Ss complete the gapfill with the verb in the correct tense – three sentences with write, three sentences with try, etc.(HUISB2.18)

Ss do the language focus (grammar) activities (HUISB2.18) in conjunction with GR 1.1 and 1.2

Ss match sentence half pairs. The first half of A and B are identical but for the aspect. Ss apply their understanding of tense/aspect to choose the correct 2nd half (HUISB2.18)

Ss play a board game where they have to talk about memories. They memory/tense/aspect is determined by the square landed on via toss of the coin. (HUITRB2.1)

Reflection/Evaluation

Managing your online learning!

Learning objectives

Form questions about events that started in the past but relate to the present (i.e. Tommy Willis’ travels)

Manage all your log ins and passwords!

Be ready to start collaborative writing online next week

Improve (or at least maintain) your MoveOn reading score

Identify the skills you should develop to improve your literacy

Give course rep feedback and requests to take to meeting (ventilator, exam date)

Start of lesson activities

Warn Ss to be careful (e.g. case) logging on because too many incorrect log in attempts will freeze their account and T does not have time to sort out log in problems. Ss should change their password on logging on if they haven’t already done so. Log on but don’t start a MoveOn check yet (can’t be interrupted). Can do TSG (can continue where left off).

Has everyone done TSG initial assessment? If not, do it now. This over-rides everything else.

Form questions about historical events (i.e. Marco Polo’s travels. Form questions about events that started in the past but relate to the present (i.e. Tommy Willis’ travels). This material was not completed in the last lesson. See the Travel Then and Now LAP (below) dated 15th & 29th Jan. Resources: HUISB2.17.2 plus audio.

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

Be ready to start collaborative writing online next week

To set eveyone up with a google account, ensure weak ICT users paired with strong ICT users. Identify Ss with Google accounts and ensure they have someone to help. Ss get Google accounts with the help of classmates and teacher.

Ss email me their email addresses (not necessarily GMail – better to have one set of addresses that I know Ss can be contacted on.)

T goes round installing Chrome on all PCs. Confident IT uses can do this themselves – but dont’ exploit them, as their time best spent assisting classmates.

Diagnostic Assessment: ICT Suite

Term 2, Week 3, Thu 24th January

In addition to completing their Target Skills Gold assessment, we will carry on with the unit of on tenses we started last week (see Travel Then & Now LAP). Diagnostic Assessment via TSG does not warrant a full LAP beyond the following aims. To improve on the last ICT session, avoid introducing any other matters beyond that covered in the aims below – keep it simple! After about 80 mins of TSG (or when most learners have complete the assessment) move to the Travel Then & Now LAP. Tell S&S not to buy the reader.

Learners who have already completed the above aims should do another MoveOn test if time. If not enough time they should continue working on TSG. (AR, TD)

Recognise when to use various forms of the Present Perfect tense (simple, continuous, positive, negative, active, passive)*

Be able to construct grammatically correct Present Perfect sentences in the above forms*

All Ss will have met another induction unit objective (if time)

* See Travel Then & Now LAP. Learners who don’t finish the TSG assessment on time should continue with that rather than being interrupted to work on Headway Material.

Homework

Headway Online Intermediate Grammar and Vocabulary (Do as much as possible. Let me know if you’re getting 100% each time with little effort.)

Do either some more TSG or MoveOn.

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Tying up loose ends

Term 2, Week 3, Tuesday 22nd January

Overview

Still very icy today after the weekend’s snow. Take into account that some learners may arrive late, or want to leave early. Therefore, the best use for today’s session should be ‘tying up loose ends’, i.e. diagnostics and being in a position to start in ILPs. There is no full lesson plan for today because we will be dipping into two existing comprehensive plans (below).

Dawud’s aims

check diagnostic results to make a start on ILPs

don’t start new activities if there isn’t time (this may been finishing a little early if Dawud overcompensates for his usual habit of trying to do too much.)

Learner aims

Recognise when to use various forms of the Present Perfect tense (simple, continuous, positive, negative, active, passive)

Be able to construct grammatically correct Present Perfect sentences in the above forms.

Know more about being a successful learner (induction aims)

Complete the diagnostic listening task

Details

Ss take turns boarding responses to some of the HW problems.

Outline aims/objectives.

Give Ss a Headway test to do while diagnostic tests are checked and ILPs are started. Ss should work collaboratively with as much discussion as possible and minimum input from teacher. Remind them not to erase wrong answers when they get the answer key. What should you do?

Address another outstanding induction aim (see induction unit below)

Discuss, compare, check answers to HWB homework.

Continue working for a short time on the You & Your World material (below). Test last week’s material and drill if necessary. Do planned activities that were not completed due to time last week.

Homework

HUIWB p12. Finish this by Thursday

HITest Unit 8. You can use the weekend to finish this if you need to.

Assessment for learning and induction (ICT suite)

Term 2, Thursday 17 January

If an observer comes we will have to abandon the today’s objectives and resume where we left of with the material started on Monday.

Assessment and induction objectives

Try to accomplish one or two outstanding induction objectives. For details of T&L activities, etc, see induction unit below

Know who your course reps are

Stay healthy and safe at FGLZ

Recognise the meaning of frequently used abbreviations

Agree to treat everyone at FGLZ fairly and with respect

Other objectives

Everyone in the class should have MoveOn and TSG accounts by the end of this session.

Everyone should have completed all their DfES diagnostic tasks.

Everyone should have completed their TSG initial assessment.

Procedure

Students log on to the PCs as they arrive to save wasting time on this later.

Ss do another MoveOn test. New Ss can get help from Ss who were here last Thursday in setting up an account. Meanwhile, Dawud sets up TSG accounts. As Ss finish their MoveOn they should reflect on their errors by trying to decide the correct answer and then clicking on feedback and doing the reflection sheet.

Travel then and now – Marco Polo, Tommy Willis

Term 1, Week 2, Tuesday 15th and Tuesday 29th January

Learning objectives

FUNCTIONAL SKILLSUse appropriate grammatical structures to express actions/situations that started or happened in the past but:

a) are recent news (e.g. headlines)

b) have a consequence felt strongly in the present

c) are incomplete or ongoing

d) relate to a living person’s experiences of life

e) when (in the past) is not really important

f) started in the past, are short and continue to happen again and again frequently

Ss should also be aware that, with the Pr.Perf.

g) changing aspect usually changes meaning

h) but not always

LANGUAGE

Narrative tenses – chiefly Past Simple,

Pres.Perf.Simp. & Cont.;Active/Passive;

Holidays/Tourism/Travel lexis

If time the following should also be addressed (or deferred to Thursday)

Ss should also consider feedback on their diagnostic writing.

Ss also need a pre-course rep meeting discussion with their course rep.

Start of lesson activities

√ Focus attention on the context of this lesson: A person who is currently backpacking around the world.

√ Different Ss read a different portion of the Grammar Reference material on p81 (re Present Continuous) and explain one thing they learned to someone who read a different portion.

√ Identify, explain, and correct inappropriate tense choice in a number of sentences. Identify (in a number of sentences) where continuous form could be made simple (and vice versa). Explain the change in meaning. HUISB2.16.S

√Comparison and checking of homework (HUIWB P12). Ss take turns boarding verb phrases for ex.4 (a – h). Ss also compare their work. Meanwhile T boards answers to ex 2. Ss check answers on board for ex.2. T elicits answers to ex.3 and other Ss listen carefully to check their work. Encourage them to say “Can you repeat that, please?” or “How do you spell that, please?” (T only reads out the model answer if necessary.) For ex.4 Ss agree/disagree with the boarded responses. The remaining answers (i – o) can be checked at home on this website. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate.

Teaching and learning activities related to the learning objectives

To assess progress during tasks, T should roam and listen to each Ss question and answer pair work, or check their written responses. Use the random name sticks to select Ss.

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responsed to questions can be done later or at home. Paper handouts cause Ss to look down can be a distraction that inhibits co-operative learning and useful S – S or S – T interaction.

√ Identify / Compare / Discuss motives of historical explorers and modern-day travellers (using pictures as a stimulus). Re-construct two short articles (first & last para are given) about a. Marco Polo and b.Tom (a backpacker) by choosing from a ‘bank’ of sentences (only tense gives a clear indication of whether sentences are about MP or T). Check responses against audio. HUISB2.16.1-2

√Match Pr.Perf. sentence halves (related to backpacking). Some are active, some passive, some simple, some continuous. Put the task on the IWB (PDF of HUISB2.17.3) and tell them not to look at their books. Check responses against audio.

NB. For the following tasks, encourage learners to find answers/explanations on Grammar Reference p81.

√Ss identify main tenses used in Marco Polo text and in Tommy Willis text. Ss discuss why different tenses predominate. Ss compare the usage of simple/continuous versions of the similar sentences (I’ve read… / I’ve been reading…). For Language Focus activity 2, Ss should decide which of the following apply to each sentence (can be more than one per sentence): (a) Commenced in the past, (b) Completed, (c) Incomplete/Ongoing, (d) Not long ago, (e) When is not important, (f) Subject still living HUISB2.17.LF

√Ss read pairs of Past Simple/Present Perfect sentences (Where did he go?/Where has he been?) and identify whether whether q refers to Marco Polo or Tommy Willis. If they refrain from annotating the questions with MP/TW this will force them to think when the teacher checks their learning by asking about each question. This is better! Ss take turns asking a partner the questions. Answers should be given from the text – not from previously done annotations. If students have inadvertently done this at home, display the qq on the Smart Board and tell them to fold their sheet so they can’t see their annotations/answers. HUISB2.17.1

Ss look at answers to some questions about MP and TW. From these answers they should write questions . Check against model answers (audio). HUISB2.17.2

Ss play a boardgame that involves practical speaking about memories using past and present perfect tenses. T elicits some early memories and Ss discuss further. Ss work in groups of 4 (or 3 if needed) and when they land on a square they must tell the group about the corresponding subject (e.g. a book you’ve enjoyed). Ss need to choose tense/aspect appropriately and aim to speak for a minute. A3 copy of game board per group (HUITRB2.1), coin for each group, counter for each S, means of timing minute intervals.

End of lesson activities

√ Spelling test on induction vocabulary. Include no. of syllables and word stress. Keep it informal as it is their first spelling test, spelling accuracy is only one part of it, don’t discourage co-operative learning for fear of ‘cheating’. Tell Ss about next batch of travel-themed spellings (See HW, below).

[If time] Ss in pairs wander round looking at our ‘gallery’ of enlarged/marked work on the walls. Ss should not tell anyone which piece is their work. Ss should not tell anyone which piece is someone else’s work. Partners take turns telling their partner what needs to be changed in response to one of the correction marks. This will need T-S demo, then S-S demo, and (initially at least) close T supervision.

Ex.4: (i) ‘ve never been (j) have been living (k) ‘ve been trying (l) ‘ve been (m) ‘ve been turned down (n) ‘re applying (o) hope

Reflection/Evaluation

Lesson 2 of term 2: Induction

Term 2, Week 1, Thu 10 January

Aims

The most important thing is to be able decide what to do with this class. Do we split it (mixture of E3 and L1 students), or make it all L1 (sending some Ss to E3). Ss need to understand that some of them not ready for L1 Reading.

Ss find out their diagnostic reading result

Who is E3 and who is L1?

Are there any Ss who have already done NOCN E3 reading?

New Ss do the diagnostic writing task.

All Ss do a L1 MoveOn test.

Activities

Preparation

Set up as many TSG accounts for Ss who don’t alread have one as possible.

Check DP works.

Check for paper in printer

Ss find out their diagnostic reading result

Give each S a letter corresponding to their Tracking Sheet column.

Scroll down far enough so that names disappear. Switch on the DP but scroll down far enough to hide names.

Tell Ss to look for their Reading Diagnostic result under their letter.

New Ss do the diagnostic writing task

Meanwhile, returning students do TSG.

All Ss do a L1 MoveOn test.

Select a L1MOT that no students have done yet. Have everyone do it in order that I can compare like with like and make an informed decision about who is E3 and who is L1.

Rather than using a reflection sheet, just ask Ss to write the skill descriptor and the question numbers for incorrect responses. e.g.

Spell correctly words used often in studies, at work, and in daily life – Questions 2, 4, 7

Use format and structure for different purposes – Questions 1, 11, 35

Ss should then ascertain which skill provoked the largest number of incorrectly answered questions.

Homework

Get a personal reader

Be able to use the Present Simple tense correctly. Know when to put an ‘s’ on the end of the verb. Look for examples in newspapers or on the internet. Find out what the Present Simple is and when to use it. What is wrong with these sentences?

On the last evening the judge decide the winner.

My favourite programmes is about cards, cooking, and sport.

Everybody like this activity. (This one is tricky – you might want to ask Dawud.)

We sees the sunrise every day.

Lesson 1 and 2 of term 2: Induction

Term 2, Week 1, Tuesday 8th and Thursday 10th January

There are some spare copies of the induction pack in the register. This induction unit will probably take more that one session to cover. Devote the first two sessions to it and, after that, complete any outstanding aims during the last half hour of subsequent lessons.

Induction learning objectives – You should:

Start getting to know one another in order to facilitate future co-operative learning √

Know your way around the building √

Vote to choose a class reader √

Know who your course reps are √

Know how to stay healthy and safe at FGLZ√

Recognise the meaning of frequently used abbreviations √

Agree to treat everyone at FGLZ fairly and with respect √

Know some important study skills that will help you succeed on this course √

Know what is expected and demonstrate your commitment to homework, attendance, and participation, materials.

Know the names of other staff at FGLZ √

Choose three buddies you can contact if you miss a lesson

Understand how ESOL courses are structured (levels, skills)

Complete the four DfES diagnostic assessments and one MoveOn. (if you are a new student) √

[If this runs into two lessons, but falls short of the second, do a spelling test based the FGLZ Tour words.]

T writes these around a circle (on board) eliciting the spelling of each. Ss copy this.

Ss get into pairs/small groups containing at least one continuing S. Continuing Ss must lead their group on a tour of all the listed places/features. Ss go for a tour of all the places around the circuit with each group starting at a different location. Return to the classroom after visiting all places.

T checks knowledge of important FGLZ locations and answers any relevant queries.

Ss (in pairs) read the handout containing a short introduction to a selection of Oxford Dominoes. Ss answer comprehension questions and choose the book they would most like to have as their class reader.

T elicits answers to the comprehension questions.

Ss vote for their preferred title. T (with assistance) counts votes.

Know who your course reps are

Course reps introduce themselves, say how long they have been course reps, what course rep activities they have done.

Assessment – Telephone call

Procedure

Waiting Ss should know their topic when they arrive and be able to prepare. Use random.org to assign 2 topics for each pair of Ss coming to this session and put this up outside. Ss should agree which topic they will use.

From the Ss appointment time, they should have 10 mins to prepare and make notes on a single/shared sheet of paper. They should also try to rehearse within this time. After this 10 mins they should rehearse in front of the assessor. Then they should record their dialogue. Assessor can use an Internet ring-tone website to add authenticity to the role play.

When they are ready, allow a brief rehearsal. Then record/assess.

Presentation (Explanation) Assessment

Term 1, Thu 15 & Tue 20 November

Procedure

Ideally, seat Ss in a U shape facing the speaker. All Ss complete the admin sections of all three assessment records (name, date, title of talk, signature, etc.) All Ss complete complete the explanation description/audience section of the explanation assessment record. This must by done properly before a presentation cane be given. Any Ss who have not done this satisfactorily by the time we need to start will have to complete it at a different table while others are speaking. Meanwhile, check that any ICT being used is working. Check that slides/notes do not contain anything but key words/figures/phrases. Select the first speaker at random. Assign different WH interrogatives to classmates. Each clasmate must think of at least 3 questions – 1. with allocated WH word, 2. a Y/N question, a clarification question. Begin recording. Assessor says, “City & Guilds Level 1 Speaking & Listening — Explanation task — D Bell’s group”. Candidate introduces himself briefly, introduces and delivers his topic. Meanwhile, T records marks and evidence and classmates think of questions. The presentation must continue for at least 5 minutes. The presenter then fields questions – all observe formal Q&A etiquette. The presenter should repeat (for the microphone) each question before answering it (checking understanding if necessary). Each presentation(minus Q&A) should last 5 – 10 mins.

Thursday 15 November

Sayed, Edita, Luciana, Fatima, Sergiu

Sergiu and Fatima were absent

Tuesday 20 November

Ion, Ana, Danny. Also Sergiu and Fatima who were absent last session.

Natalia and Jorge no longer attend.

Exam Preparation 2 and 3 of 3

Term 1, Week 9, Tuesday 13 and Wednesday 14 November

The Wednesday session makes up for one of the two lessons that were cancelled (i.e. could not be covered) during Dawud’s absence.

Learning objectives

All students should have had their presentation proposals approved by now

All Ss should have three exam appointment times

Ss should have some understanding of the assment criteria and how it is grouped

Ss should have the opportunity to practice discussion skills

Ss should have the opportunity to practice telephone role plays

Ss should have the opportunity to assess their colleagues speaking (using a simplified version of the C&G criteria)

All Ss should have any remaining exam queries addressed (procedure, criteria, etc.)

Start of lesson activities

Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.

All students should have had their presentation proposals approved by now

T checks approval sheet

Any Ss whose proposals are missing or not approved must address this before participating in any other activities

All Ss should have three exam appointment times

Check on calendar that everyone has three appointments

Remind Ss to keep checking for changes

Check that Ss know how to access the calendar online by Googling fglzesol calendar

Ss should have some understanding of the assment criteria and how it is grouped

T distributes copies of the success criteria that has been cut into strips and shuffled

Ss re-arrange the strips to reassemble the success criteria under the appropriate headings

Ss should have the opportunity to practice discussion skills and give/get feedback

Ss watch the newshttp://www.bbc.co.uk/iplayer/episode/b01nvj40/BBC_News_at_Six_12_11_2012/ (not more than 10 mins), taking notes. The main headlines are: BBC crisis; Abu Qatada defies government – again!; Starbucks questioned over tax; Tower of London to change its locks; Children with cancer treated unfairly; Tribute to murdered pensioner. Fast forward any material not related to these main headlines.

Ss are grouped (randomly) and discuss the news using their discussion contribution checklist

A S from each group is selected randomly to form a ‘panel’ that ‘perform’ a discussion in front of the class

Each audience member is assigned one of the ‘panel’ members and assesses his/her contribution using the Discussion Checklist.

Ss should have the opportunity to practice telephone role plays

Pair students randomly using name sticks and randomly assign each pair two telephone conversation scenarios (Ss note that there are now 11 scenarios). If Ss get the same scenario as last time, give them a new selection.

Ss prepare their dialogue by discussing the main ideas and and how to make sure L1 (not E3) language is used. Ss should make brief notes on one piece of paper.

Ss sit at right angles, both able to see their notes. Ss practice their dialogue.

Ss chosen at random to perform their dialogue in front of the class.

Classmates are assigned one of the speakers and use a simplified assessment sheet to assess their performance.

All Ss should have any remaining exam queries addressed (procedure, criteria, etc.)

Q&A where T asks questions about exams using IWB to display relevant info.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Reflection/Evaluation

13/11/12 Got as far as classmates giving ‘panel’ members feedback on their discussion skills. I think that four news headlines was insufficient and people ‘dried up’ early. Perhaps 5 – 6 topics would allow Ss to sustain a longer discussion and hit more of the criteria.

Exam preparation 1 of 3

Term 1, Week 8, Thursday 08 November

Learning objectives

All learners will choose a suitable explanation topic (C&GS&L Task 2)

All learners will know how long how long they must speak for in the assessments

All learners will know about notes allowances/restrictions.

All learners will know when their exam appointments are and what is happening in each session from now until the end of the term

All learners will practise a making a telephone call

If time, learners will practice the disscussion task.

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.

Ss are given one of the senarios ( at random) and plan with a partner. Ss perform in front of the class while classmates assess their performance: Pronunciation 0-2; Overall effectiveness and plausibility 0-2; Grammatical accuracy 0-2; Range 0-2; Comprehension 0-2.

If time, learners will practice the disscussion task.

Use the discussion checklist to ensure Ss are making a sufficient number and broad range of contributions.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Reflection/Evaluation

First lesson back with Dawud after his absence

Today’s planning reflects that fact that it is Dawud’s first lesson back after three two week’s absence and there is little record of work left by cover teachers.

Ascertain what work was done during Dawud’s absence.

Check how Ss are getting on with the CV/Cover letter project.

Outline the timetable of lessons/exams from now until the end of the term.

Check Ss proposed explanation topics.

Show and tell.

Start of lesson activities

Ascertain what work was done during Dawud’s absence.

Check how Ss are getting on with the CV/Cover letter project.

Outline the timetable of lessons/exams from now until the end of the term. Ss can find the calendar directly by Googling fglzesol calendar.

Compare answers to HW (HUISB1. Applying for a job pre-writing activities). Don’t need to spend long on this. For some exercises, it’s enough to ask Ss to compare their answers. Use IWB to review making Kate’s letter more formal.

T outlines the main criteria for C&G S&L explanation task. T demonstrates how to complete the proposal sheet. Ss take turns filling out the proposal sheet. They should do EGiU113 while waiting for their turn. If they don’t manage to do it now, they must get hold of it as soon as they can, during the lesson. There should be break later in the session during which this can be filled in.

??? Ss practice making exam-style telephone calls. Select some to preform in OC. Then some can perform in groups of 4. Listeners should grade performers on simplified exam criteria. (pronunciation, clarity, maintaining own end of conversation, variety and range of language).

[mins/time] Teacher introduces and models the show and tell activity. To do this, he boards/checks Tell people about something you did or something that happened to you recently. T asks class qq like those bulleted below. Then T boards names of five Ss and elicits/boards topics. Then teacher talks about what he did and answers a couple of questions.

Who bought a new car?

Who went away?

Who went to somewhere special in London?

Who moved house?

Who celebrated a special occasion (religious festival, birthday, etc.)

Who spent time with someone they haven’t seen for a long time?

Who bought something special?

etc.

[mins/time] Four able Ss present their show and tell item to the class and answer a couple of questions from classmates.[Differentiation: weaker Ss should be given as much assistance as necessary in forming quetions so as not to distrupt the flow]

End of lesson activities

Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Homework

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

All learners should be able to recognise all the main tenses (covered in HUI Unit 1)

Some learners should be able to choose appropriately all the main tenses structure utterance with grammatical accuracy (or with self-correction)

Most learners should show an sound awareness of the main tenses in their speech (i.e. despite grammatical lapses, they are aware of relationship between the main tenses and related contexts, and are aware of structural aspects – they are not ‘out of it’ when questioned about the this lesson’s target language)

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Comparison and checking of homework.

Ss vote on preferred method of recouping hours lost in week 7

Two additional Monday evening classes? ||||

Start all lessons half an hour earlier in weeks 8-12?

Have an all day Saturday session where you have a 20 min tutorial (your choice of focus)?

Some of you have your assessments on a Saturday (I’ll be here all day, you come at appointed time.) |||||

Ss help T update Plans/Aspirations section of the ILP and at the same time practice language needed for eliciting future plans, dreams, aspirations, language priorities. To set context, T elicits/updates P/A info from one S in OC. T boards a couple of exemplar questions. Then Ss ask a classmate (in OC) about future plans/aspirations while T updates ILP. Then Ss talk in small gps about this while T calls up Ss one at a time to update ILPs. Finally in OC Ss question another S (boarded questions removed) while T updates ILP. NB This topic ties in quite well with the Headway work planned for today (talking about our lives past, present, future).

Ss examine how a verb’s meaning is affected by changes in tense/aspect, e.g. Klaus comes/is coming from Berlin. HUISBp8&audio

Ss decide on tense/aspect complete half sentences with true information pertaining to their lives. e.g. At weekends I often… Ss listen and compare what they’ve written with model answers. Ss then recycle these sentence by reading them to a partner and thus eliciting a response. Board some examples while demonstrating in OC. Once Ss working in closed pairs, T continues to board responses and alerting other Ss to same. T boards some learner errors and directs Ss to assess and give feedback on these.

Look at ellipsis in some utterances associated with some frequetly occurring everyday situations. Lead into this activity by asking Ss to match the responses below with the ellipsis sentences. As in previous activity, Ss practice responding to utterance. Can any of the boarded responses be re-used here? Some example responses to Spoken English on HUISB p8.

Yes, sorry. I’ve got a big day tomorrow.

No, I haven’t. That’s sad.

Not really. Taking work home as usual.

Not at all. Only a couple of minutes.

None of your business. You try getting a helicopter pilot’s license!

Ss look at a one-sided tapescript of a telephone conversation (a young woman telling her father about her new life in a foreign country) – only the daughter’s end of the conversation is printed. Ss predict the father’s lines all the while discussion context and tense. Ss compare their work against the model conversation by listening to the audio (and viewing full tapescript ifneeded).HUISBp9&audio

Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

Ana prepare to recite your memorised poem next lesson. Everyone else, prepared recite your poem in the lesson after that. X, please identify yourself to Jan at the beginning of the lesson. It would be good if you can find a copy of your poem on the Internet in case it doesn’t get added to fglz.wordpress.com.

Complete Headway Unit 1 using the Student’s Book and Workbook materials.

Project (due 15/11/12)

Team up with about three classmates and arrange for all of you to have gmail email addresses. (Alternatively, you could just create one gmail account for your group.) The groups are: Natalia, Luciana, Fatima | Sayad, Jorge, Ion | Sergiu, Ana, Danny, Edita.

Using Google Docs, type up your CV and cover letter (HUISBp63). Make sure the others in your group have permission to make changes to it.

Assess your partners’ CV or cover letter. Look particularly at

overall effectiveness (Does it get the message across and persuade an employer that this is a good candidate?)

use of complex sentences/subordinating clauses (This is a good topic for independent study – very important in Level 1.)

other aspects of sentence grammar

spelling, punctuation, and use of capitals/lower case.

Make improvements to your partner’s work using blue. Don’t delete anything. You can use strikethrough if you want. If you want to make changes at text level, write a comment. It should remain clear to the reader what the original writing is, and what you want to improve.

Look at the improvement your classmates have suggested and redraft your work to the highest possible standard. When you have finished, ask your team mates for further feedback.

Exam preparation

Choose a partner who doesn’t speak your language. By telephone, work with your partner (in English) to create a telephone conversation about an imaginary situation as per exam task 3(see exam description). Try to create a scenario that allows both speakers to have an active role. Bear in mind the success criteria you need to achieve in the exam. If you don’t have free minutes, you might need to meet in person. Pairs are: Ana & Danny, Sayed & Ion, Edita & Luciana, Sergiu & Fatima, Natalia & Jorge

Try to watch or listen to the news every day and discuss it in English with a friend.

Reflection/Evaluation

We didn’t have time to do all of the activities. The activities we didn’t do are in grey text. The HUISB1.8 activity on how a tense/aspect change completely alters the meaning (or the order of events) revealed revealed some significant misunderstandings. This facet deserves revisiting.

Miscellaneous!

Term 1, Week 5, Tuesday 9 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

All learners should understand the importance of reading

All learners should practice asking and answering questions about their prior learning (using question forms and appropriate tenses)

Learners should be able to identify all the main tenses in speech and writing

Learners should be able to extract meaning that is inferred by choice of tense (e.g. comes from/is coming from)

Some learners need to learn that constant note-taking during the lesson is not beneficial.

Start of lesson activities

One or two outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Ss look at Dawud’s prior learning and think about this while he elicits such info from a student (and updates ILP). Once Ss can see the context, they should take turns questioning a member of their small group (moving onto another person once sufficient questions asked). While Ss busy doing this, T interviews as many individuals as possible to update the prior learning section of their ILP. Ss should also be passing the pen around to board their questions. T & classmates give feedback on boarded qq. In OC Ss interview another couple of Ss for T to update ILP. T then updates another S’s ILP by first asking his/her classmates what they found out during small group discussion.

Do some of p8 from HUISB. Where possible use the IWB rather than photocopied handouts. Once an activity up and running, and T needs to use computer for other things, allow Ss to get out their handouts.

[mins/time] xxxx [Differentiation]

[mins/time] Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (if S has emailed it previously as expected). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should know to: Stow bags where others wont trip over them. Know what to do in an emergency (Walk; Don’t waste time packing up; Phone emergency services if needed; Activitate fire alarm if necessary). Not stick gum under tables. Bin waste.

End of lesson activities

T & Ss review exam syllabus/criteria update it to show what has been addressed by today’s session.

Learning resources

See blue text for resources used (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

Reflection/Evaluation

Tutorials session

Term 1, Week 4/5: E2 & L1 4/10, E1 8/10

Learning objectives

Some tutorials will flag up problems that must be addressed urgently. Consequently, target setting and online ILP account allocation may be impossible in the 8-10 minute timeslot without going overtime and taking time allocated to other Ss. The problems raised by such learners should not deprive other learners of their 8-10 minute tutorial. Students with such problems can recieve their targets and ILP acounts at a later date.

Most learners should receive at least one ILP target

All learners should receive an 8 minute individual tutorial

Most learners should gain an online ILP ‘account’ and know how to access it

Start of lesson activities

Go over lesson aims. Ss ask about any difficult words.

Show Ss an online ILP, highlighting main features, how to find your account and then open it using your password (don’t mention what the password might be in OC.)

Introduction to emerging, consolidating, and established:

emerging (eM)

consolidating (C)

established (E)

weak for this level

average for this level

strong for this level

Only a few of you are emerging. You will have to improve a lot to pass your exams. You are probably finding some aspects of Entry 1 rather difficult.

Most of you are consolidating. You need to make some improvement to pass your exams. You should feel fairly comfortable in this class, but know what your weaknesses are.

Only a few of you are established. You would probably be able to pass your exam tomorrow as your skills are quite strong.

When your teacher says you are emerging, consolidating, or established, you need to know whether he or she is talking about your overall English ability, or one of the main skills (e.g. reading), or a very specific skill (e.g. using the past tense).

Teaching and learning activities related to the learning objectives

No differentiation is mentioned in this LAP because individual tutorials are, by definition, differentiated.

Ss start working through their independent team work activity (e.g. a Headway Progress Test). Ss will be called up one by one for their tutorial.

T prioritises Skills Profile and SMART targets and only updates Prior Learning if the learner seems to have been innapropriately placed or is not displaying the skills appropriate for this level.

T sets a Target for each learner taking into account firstly the learner’s diagnostic profile grid, and secondly the marked diagnostic test.

Assessment of learning linked to learning objectives

ILP targets include action(s) and a date around which the target will be assessed. Assessment methods vary according to each learner’s target/action. Assessment will take place in a tutorial.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should know to: Stow bags where others wont trip over them. Know what to do in an emergency (Walk; Don’t waste time packing up; Phone emergency services if needed; Activitate fire alarm if necessary). Not stick gum under tables. Bin waste.

Watch the news and discuss it as per the exam discussion task. First listen to the news using the channel 4 news page, then answer some gist and detail questions. Then create some more gist/detail questions. Then have discussions in small groups. [T should sit in on one of the groups and use it to update someone’s diagnostic profile grid.] Gist questions e.g. If you wanted to use this information for the front page of a newspaper, what would the headlines be? Say briefly, what the most newsworthy aspect of each story was. (Create other gist questions while listening.) Detail questions can be created while listening.

Natalia S recites her memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

Ss learn how to give out their phone number effectively: *** **** **** for landlines. ***** *** *** for mobiles.

Assessment of learning linked to learning objectives

See underlined text in teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

Learning objectives

Learners should be able to recall everything they learned during their induction

Some learners may need to complete diagnostic activities missed

All learners should be able to sign their induction checklist

* The purpose of these session is to know the landscape as far as tenses are concerned. There will also be focus on the function of tenses (i.e. what they tell us about a situation or action.) This is not an appropriate stage to analyse/explain the technical elements of tense structures. Focusing in on particular tenses should occur in future sessions and in the homwork. (Detailed understanding of correct tense use and formation requires private study.) The Headway Grammar Reference material is ideal for this. Or, Murphy’s English Grammar in Use.

Start of lesson activities

Cover one more item from the induction checklist.

Teaching and learning activities related to the learning objectives

Sergiu and Luciana and new Ss should start completing their reading/writing diagnostics now. Leaving it until later means they will be too tired. They should re-join the lesson as soon as they have finished. But ensure they are not using dictionaries or communicating.

[mins/time] Match sentences (a variety of tenses) with appropriate time expressions. T should note names of learners who make grammatically impossible matches and don’t immediately see the problem (but don’t try and teach grammar at this point) HUISB1.6. This activity should give some indication about the class’ and individuals level of understanding (tense choice) [All Ss should complete 1-5, some should complete 1-10, most 1-7. All should revise it for HW.]

Read a personal email written to family ‘back home’ and form questions about it by adding verb elements to keyword strings (How much / John / new car?)

Review any HW done to date. Remind students to correct in a different colour without erasing their mistakes. [HW defaulters should do the HW now, while HW completers should check their answers against answers posted on walls out of defaulters’ ‘eye-shot’.]

Identify range of tenses in the above texts and deduce why they are used. Identify colloquial language and ellipsis in the above informal texts. [Differentiation]

[mins/time] T displays poem (if S has emailed it previously as expected). Sergio and Sayed introduce and recite their memorised poem while T updates diagnostic profile accordingly (particularly pronunciation skills). T gives brief feedback on most important areas for improvement. Classmates question the reciter after the recitation.Ss and T identify skills from the C&G S&L exam syllabus that have been addressed in today’s lesson.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference. (Very occasionally, soem Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) Some Ss may need to leave early because of family/work – they need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed.) Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Discuss homework if necessary.

T observes new Ss chatting with an old S and updates the new Ss’ diagnostic grid accordingly. T assesses new Ss’ readiness for L1C&GS&L.

Learning resources

HUISB1.6-7 and accompanying audio. Use the pdf/OHP primarily and avoid giving out the handout until absolutely necessary.

Homework (bold entries to be completed by next lesson)

Natalia and Natalia prepare to recite their poem next lesson and everyone else prepares to recite their poem after next lesson.

Read your reader

Keep adding to your vocab book and learning the new words. Use cards if that helps.

Reflection/Evaluation

25/09 Sergiu and Luciana felt 8.30 was too late to do their writing diagnostic. The would prefer to do this during the poetry recitation.

Spelling and pronunciation

Term 1, Week 2, Thursday 20 September

Learning objectives

To practice for the exam (discussion task)

Demonstrate understanding of what was learned during the induction period

Identify some words whose spelling and pronunciation do not match

Distinguish between word classes

Identify some problems with pronunciation, stress, or intonation

Start of lesson activities

Ss study the objectives on the board and answer questions

T collects copies of poems from today’s reciters: Fatima, Ina, Daniela. T makes some copies of these. In future, ask upcoming reciters to type out and email their poems in advance. In conjunction with fglz.esol this will save on copying and add value to Ss’ poetry learning.

[x mins] Induction Questionnaireto be commenced. Just make a brief start. This should be continued around maghrib time to facilitate a break for those who need it. First Ss work individually, skipping questions they can’t answer. Then they can compare/exchange/discuss answers with a ‘surprise’ partner (nominated by T). Afterwards, T elicits/boards answers and asking learners if they think an answer is wrong. [Differentiation is inherent in this activity – it doesn’t matter how many qq are answered when working alone, the partner phase is co-operative learning.]

Learning Activities related to the Learning Objectives

[x mins] Spelling test (Power Word Workout) on induction, lesson, around, building, know, names, expect, course, your, responsibilities [This is the first Power Word Workout for most Ss. Don’t bother scoring afterwards. Let people learn from their mistakes so they will be to cope with stricter conditions next time. Allow peer support on this occasion. Move around to intervene early where guidance needed. Returning Ss should be distributed evenly throughout the class so that they can monitor and guide new Ss as necessary. Ask them not to give answers but don’t police this too severely as the main aim is learning the Power Word Workout procedure.]

[x mins] Poetry recitationsfrom Ion, Danny, Vaida. [T makes a pronunciation comment in pencil on each Ss’ diagnostic profile grid if useful diagnostic info is revealed]. Each audience member must think of a question to ask before/after the poem is recited. Don’t spend forever on this!

[Only do this activity if there is enough time to follow it with the listening diagnostic. Otherwise go straight to LD.] Practice C&G Discussion task by watching the TV and having small group discussions. [T should stay with one of the groups and use this an an opportunity to update Diagnostic Grid for one or two learners.

Do listening diagnostic for any who missed it.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See Differentiation. Find out if any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference (some Ss make surprise/disdain over difference rather obvious just from body language – all must know at the outset this is not acceptable.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table.

Homework

Finish the Induction Questionnaire.

Luciana, Fatima prepare to recite their poem and email a copy to Dawud.

Everyone else continue to work on your poem and email me a copy as soon as possible.